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STAO INPUT TO BACKGROUND PAPER IN SCIENCE
January, 1997

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RENEWED COMMITMENT TO SCIENCE EDUCATION

The TIMSS results released November 1996 indicated that Ontario students achieved lower levels of performance than students in other provinces with similar resources.

  • Should Ontario students spend more time in quality science instruction in elementary schools to equalize the opportunities of all students in this province with those of other provinces where science is given a higher priority in Grades K-12?
  • Should all teachers at the elementary level possess one or more post secondary courses in each of mathematics and science? Many of the attitudes which students have towards science are developed in the elementary schools where science is not always an important part of the programme.
  • Much is said about the importance of having a scientifically literate populace. Should Ontario students be required to take more than the present two science credits in their secondary programme?
  • After the students themselves, business and industry have the most to gain or lose from the results of our education system. How can we more effectively involve all of the educational stakeholders in the education process?
CURRICULUM DEVELOPMENT

STAO believes that two major goals of science education are to provide a basis for further study for the minority of students and access to basic science literacy for all. Our nation must have enough qualified scientists, engineers, teachers and related professionals to successfully compete globally in science and technology. However, our nation must also have a citizenry that is prepared to understand and deal rationally with the issues and opportunities of a scientific and technological world. Within this context, the following issues have been identified.

  • Canada is virtually alone among advanced countries in having no national educational standards of any kind. The present development of the Pan-Canadian Common Framework for Science Learning Outcomes K-12 is a step in the right direction. However, in its present draft form, which reflects a content driven curriculum, STAO has some fairly major reservations (see Attachment #1).
  • Ontario science educators continue to be concerned with the lack of Provincial standards of performance to accompany the outcomes of the Common Curriculum in the area of science and technology (see Attachment #2).
  • Current proposals for major systematic reform of our provincial education system would seem to recognize the need to give science education increased priority. Several key questions were presented to the Ministry of Education for consideration and, as yet, remain unanswered (see Attachment #3).

Other issues relating to the current secondary school reform include:

  • If it is accepted that science forms a vital part of the entitlement curriculum for every student then what science should be taught? What aspects of knowledge should be included? What are the essential skills inherent within science? What should be the balance between content and process? What attitudes promote student involvement in science and encourage learning?
  • What is the role of practical work in encouraging effective learning in science? The science curriculum in Ontario has included a more active learning approach over the last 20-30 years. Is continued emphasis on experimental and investigative work within the science curriculum still appropriate?
  • Will science safety concerns be fully addressed in the curriculum development? (see Attachment #4)
  • Only by developing clear ideas about the context in which science education will take place in the 21st century can we begin to develop appropriate curriculum. Has a clear vision been formulated?
  • Should any new science curriculum be written prior to finalization of the many related curriculum initiatives presently underway (e.g., SAIP; ASAP; TIMSS; Pan Canadian Project)?
  • Should integration of subject disciplines be a major emphasis in the new curriculum?
  • With the impending four year secondary school, will the entrance requirements for universities be changed? How can the new curriculum ensure that students are equally or better prepared for post secondary institutions?
  • Will development of new science curriculum be limited to Grades 9-12? Should a comprehensive review of all science courses K-12, including the Common Curriculum, be given serious consideration?
  • Who will be involved in the curriculum development process? What will be STAO's role in the (a) writing (b) validation (c) implementation and (d) evaluation of the new curriculum ?
  • Will the newly developed curriculum be field tested before implementation?
  • How will the changes to school science curriculum impact on University curriculum? Community College curriculum?

TEACHER TRAINING AND STAFF DEVELOPMENT

Critical to any renewal of science education will be a renewal of the skills of the classroom teacher.

  • How might Faculties of Education better prepare pre-service teachers? What changes in present practices are needed to ensure initial teacher training develops the practical skills needed to be an effective classroom teacher in the year 2000?
  • Many teachers present in the classroom graduated years ago and have had little opportunity or encouragement to improve their skills. Much more must be done in this area of professional development. How will this be best accomplished?
  • If the new curriculum emphasizes outcome based learning and/or increased use of information technology and/or use of other new teaching strategies, how will teachers be prepared for this?
  • Will the curriculum address the issues of teacher certification as prescribed by the new College of Teachers? With the reduction of staffing in schools, will science classes be taught by teachers lacking in training in science and particularly, the methods of science?

INSTRUCTIONAL SUPPORT

In many places, particularly elementary schools, teachers receive little or no support for teaching science. Equipment and supplies are sparse and no proper laboratory space is available making the use of a variety of teaching strategies impossible. Supplies and equipment are a great concern for effective science instruction.

  • If the curriculum requires the purchase of new resource materials to support learning, what will be the source of funding?
  • Will mandated activities be included in new course of study which require science facilities? If so, what arrangements will be made to ensure these facilities are available in all schools, including elementary?
  • Will the newly developed curriculum be given to text book publishers with enough lead time to publish appropriate texts which support the new requirements?

 
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